CHAPTER 1

In this chapter, the introductory of the study that are directly relevant to the current research are

presented. These sources were gathered from research articles, books, and electronic sites. The

examination of the introductory and studies helped the researchers to identify the background of

the study and establish the framework for the research.

INTRODUCTION

Humanity lived in this world for centuries, and in this modern era we are facing modern

issues. Concerns that we, humanity all face, pollution, war, climate change, and many more. We

also experience difficulties in our society, that till this day it still roams around us. Issues such as

racism, bullying, stealing, and tons of different types of issues but the most or should be more

well acknowledged and be more focused on by the safety of the privacy and confidential

information of an individual.

Privacy are the secrets that people keep. But there is more to privacy. It is a vast topic, and

it refers to the information of a person. Anything that they possess, psychological nor physical

objects that they or privileged people should only know. Privacy of a person is an important

topic, for it is the fundamental structure of one’s safety in different levels. One of the most

common situations that often happens that is related to leaking private information to the public

is sharing something that should’ve been private without the consent of the person.

The feeling of being in danger all the time and one’s social status can greatly impact.

People involved in the life of the victim may treat them differently because of the said

information that they feature. These situations happen because of the lack of awareness on the

communities in terms of the laws of privacy and confidentiality.

People tend to forget that there is a side that they should consider of, and that is the side of

the individual. Some may say that the person who owns the said information are the ones at fault.

But as humans, we tend to tell our dispositions to someone we feel comfortable, nor we trust in.

However, if the person whom we shared our deep and personal attitudes, broke the promise of

keeping it only to their selves.

1
 Thus, leading to results of the individual of their inability to trust another after this

occurrence that could certainly bear upon their whole being state.

Privacy is the most powerful thing there is, and this is why people should be well aware

and educated. We should always think back that our actions follow various consequences. This

advice, applies both to the victim and the perpetrator.

2
1.1 Background

Every one of us in general have the same thing in common, and that is, the right to have

privacy and confidentiality over personal information. Although, the sensitive information that

one possesses, may be the thing that will be used negatively against the individual. As we can all

agree on the fact that young people can be vulnerable and malleable. Due to this, teenagers may

face problems regarding the scale of their security of privacy in their social status. This can lead

to a major impact on the students who may have shared or did not share any personal data that

should’ve stayed private; sexually illicit images, sexual history and sexual behaviors. Past,

present and possible future diseases. Inadequacies, mistakes, and traumas. The moment in which

they seemed afraid, lost, and ashamed to seek help or validation.

As students, we acknowledge the rights we have, we adjudge our own personal

information to keep in private, and our right to gate-keep confidential information. Privacy is

power, and when that power comes to the wrong hands, it’ll result in a devastating outcome.

When the individual's information leaks or is spread in public, it can be unsafe due to the facts

that those leaked info will be used against the individual. There are various ways a person can be

harmed by the revelation of sensitive personal information. Medical records, psychological tests

and interviews, court records, financial records--whether from banks, credit bureaus or welfare

records, sites visited on the Internet and a variety of other sources hold many intimate details of a

person's life.

The revelation of such information can leave the subjects vulnerable to many abuses. Good

information is needed for good decisions. However, frequently that information is misused, or

even used for malicious purposes. The action may harm the student’s academic, physical,

emotional and social aspect in their lives. The insensitive remarks and behavior of others can

cause the person serious distress and embarrassment. These situations happen because of the

lack of awareness on the communities in terms of the laws of privacy and confidentiality.

3
 In our study, we will explore the policies and procedures that education systems abide by,

as well as how these policies are enforced to protect the confidentiality of dependent children’s

private information, from being exposed in their schools to non-relatives and uninvolved parties

to their case.

This study will be held at St. Vincent’s College Incorporated, Dipolog city. Under the

supervision of Principal/Father Dembert Castillon. St. Vincent’s College Incorporated, with its

address at Padre Ramon Street, Estaka, Dipolog City, Zamboanga del Norte, Philippines; was

founded on June 17, 1917, incorporated on June 20, 1917, and finally organized on July 20,

1917. It was first called the Dipolog Parochial School with the following Jesuit priests as the first

incorporators and officers of the school administration: Bishop Ralph Curam DD. Rev. Fr.

Francisco Garcia, Rev. Fr. Manuel Valles, Rev. Fr. Eliseo Gil, Rev. Fr. Hobac, and Rev. Fr.

Handueza.

4
1.2 Theoretical Framework

This research hasn’t yet cited any theoretical bases for the creation of the study; however,

based on the topic it can be easy to assume that our studies are created based on the notion of

stigma. That is breaches in confidentiality or privacy may result in an individual becoming

stigmatized. According to Goffman (1963), stigma is “an attribute that is deeply discrediting”

and suggests the individual being stigmatized goes from being “normal” to tainted. Thus, this

stigma creates a “mark” and this “mark” devalues the individual, making them social

undesirable. Stigma can be over (avoidance etc.) or subtle (non-verbal expression such as not

making eye contact); thus being “marked” as social undesirable base on a breach of

confidentiality or privacy may lead to psychological distress or self-fulfilling prophecies such as

being a troublemaker. The present research was devised based on the effects of stigma created

through the breach of confidentiality or privacy.

This part of study was conceptualized with the help of Goffman’s definition of stigma and

labeling theory. Labeling theory postulates that, “the idea that behaviors are deviant are only

when society labels them as deviant” (Crossman, 2014). Thus, Goffman’s definition of stigma

regarding being “marked” can be in conjunction with labeling theory which helps explain the

effects of breaches in privacy/confidentiality. They help explain the effects of these breaches in

that society is the one that labels what is deviant and not, and this label is stigmatizing because it

results in the individual being avoided by those in society. In the end, it becomes a self-fulfilling

prophecy because after a while those stigmatized or labeled as “deviant” start to believe they are

different from society and therefore are unwanted. Therefore, the school faculty and the social

worker must take great measures to keeping the student’s information confidential.

A thorough review of the research demonstrates that the differing statutes and

concentrations surrounding confidentiality in various circles and not just inside the student’s

community but rather their entire life. Dependent student’s carry a stigmatized identity both in

terms of public stigma and self-stigma due to their status as a teenager and due to the mental

health and behavioral issues which are part of many dependent student’s lives.
5
 It is important in terms of good social circle environment practice, for the sake of social

work clients that those who are aware of their involvement with teenager’s welfare guard their

confidentiality. It is valuable to examine school faculty perceptions of confidentiality in the hope

that it may help to improve confidentiality in schools when working with the students.

6
 1.3 Conceptual Framework

CONFIDENTIALITY

Who has access when

information is shared; What a
teacher shares with others such
as the parents, principal & the
school staffs

PRIVACY
SCHOOL SECURITY
What personal information is
shared: name, assessment results, The system that ensures
grades, demographics & confidentiality: procedures,
counseling interviews trainings & access processes

Figure 1. Schematic diagram of the study

7
Figure 1. Conceptual Framework: The Educator’s Role: Privacy, Confidentiality, and

Security in the Classroom.

Ming Scheid (2019).

The Schema of the study shows the relationship between the variables under investigation

as shown in Figure 2. The independent variable is the privacy and confidentiality affecting the

social safety and security management and the student’s academic social stigmatization as

dependent variable. An arrow connects the two variables, showing the relation between them.

The box at the bottom contains the respondents’ demographic profile such as age, sex, section

year level, etc. which are believed to foster differences in the student’s social safety and security

and academic performance. performance. Figure 2 presents the conceptual framework of the

study.

8
 Privacy and Confidentiality

Academic Social
Stigmatization

 Academic Aspect Social Safety and Security

 Physical Aspect Management
 Emotional Aspect
 Social Aspect

Demographic Profile

 Age
 Sex
 Section
 Medical Record
 Social status activeness
 Social media usage
 Social privacy status

Figure 2. Schematic diagram of the study

9
1.4 Problem and Aim

The study discusses privacy and confidentiality with respect to the education system of the

social workers. Confidential information coming from the student should not be disclosed,

except if required by law; but changes in laws should be sought where needed. Casual breaches

in privacy should be avoided, and school workers should ensure and enhance the protection

required for the good of the students. They have the authority and responsibility to keep the

student secured at all matters, specially, regarding the student's confidential information, in

which the school records and holds.

In the case of high school students, private information can spread like wildfire if given to

the wrong hands. This problem can affect many parts of the student's personal lives. The

victimized students may be prone to bullying in school, and then the most common case is that

their social status as a student and a human being will be modified negatively. There are

implemented school policies that support to discontinue these kinds of activities, but some

concerns from the students are out of control by the school. Though, the school staffs should

remember that all student personal information belongs to the student and therefore should be

kept private. This information includes things like assessment results, grades, and demographic

information and especially counseling conversations.

This research aims to enhance the safety of a student in terms of their private information,

confidential things, and kept secrets that can have a huge impact when placed in the wrong

hands. Confidentiality comes into play when private data is shared. Students trust their teachers

to keep their data confidential and share it carefully.

Teachers are responsible for holding every student’s data in confidence and sharing it only

with necessary parties such as parents, other teachers, and administrators. Finally, teachers can

keep student data both private and confidential by establishing clear security practices in their

classrooms.

10
 They may consider things such as how and where they share student data and how this

data is accessed. This isn’t just for the safety of the students, but also for the school's reputation.

Question 1.
As a student of Saint Vincent’s College Incorporated, what would be the effect of his/her
mental health if social status and private information will be modified negatively, causes any
kind of bullying and judgements?

HO: There is no significant relationship between privacy and confidentiality and a

student’s social status.

H1: There is a significant relationship between privacy and confidentiality and a student’s social

status because invasion of privacy affects the student’s social status in various ways.

11
1.5 Scope and Delimitation

This study will be conducted on Saint Vincent’s College Incorporated, Dipolog Campus,

Zamboanga del Norte, that focuses on the junior high school students in terms of their privacy

and confidentiality and its effects when the student’s information is compromised. Surveys will

be conducted with the Grade 10 student’s which were officially enrolled on the S.Y. 2022-2023,

that have experienced a leak of their personal information to friends, families, and through the

school community. The study will specifically reveal the vulnerabilities of the subject when

information is leaked and breached, the misuse of information, and using it for malicious

content. The research will also study the policies and procedures that are implemented in order to

secure the privacy and confidential information of the students of Saint Vincent’s College

Incorporated from being publicized or disclosed to a third party without any of the student’s

permission or consent.

The study limits its coverage on the junior high school students from Saint Vincent’s

College Incorporated from ages 15-17 only. Students that aren’t involved with the school, and

ages below 15 and above 17 will not be in this study. Elementary students and Senior high

school students will not be on this study. Due to this data gathering, it will also be delimited to

the SVCI Annex and the researchers will not be doing off-campus activities.

12
1.6 Purpose and Significance

Based on the problem above, the objectives of this study will explore the policies and

procedures that education systems abide by, as well as how these policies are enforced to protect

the confidentiality of the high schooler's private information from being exposed to the public.

The findings of this research will benefit the school’s community in considering the

improvement of the school’s premises in terms of the privacy and confidentiality of the students.

This study will be of significant endeavor on finding insights on the privacy and confidentiality

of the junior high school students in Saint Vincent’s College Incorporated.

The junior high school student's perception of confidentiality will be explored to identify

their concerns with the social workers of the school. Specifically, the results of this study could

be beneficial to the following stakeholders:

JHS students. This study will help the junior high school students to become widely aware of

their own rights and boundaries as a student. This can improve their characters and moral values

as a human being, as well as recognizing the activities they commit.

SVCI community. This study will provide perceptions from the students to the school, for the

better understanding of everybody involved in the school of preparing for the possible

circumstances that may arise regarding with the student's leaked information.

Families. This study will assist the families and the guardians of the students to gain cognition

about comprehending the social pressure amongst junior high school students. As well as helping

them with their guidance on their teenagers, which is vitally essential in their child’s

development in life.

Future researchers. This study shall help them to do more studies about privacy and

confidentiality among students and to be able to recognize some important information that the

previous studies failed to answer.

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1.7 Definition of terms

The following terms were defined according to how they are being used in the study:

Privacy. Refers to the right to protect a person's intimacy, identity, name, gender, honor, dignity,

appearance, feelings and sexual orientation.

Confidentiality. preserving authorized restrictions on access and disclosure, including means for

protecting personal privacy and proprietary information.

Social Status. The relative rank that an individual holds, with attendant rights, duties, and

lifestyle, in a social hierarchy based upon honor or prestige.

Privacy Breach. The private information is disclosed to a third party without the owner's

consent.

Victim. The people or communities that suffer physical, emotional, or financial harm as a result

of a crime.

Perpetrator. A person who done harm or committed a crime by opposing the law.

Possess. To own, occupy, physically hold, or have under one's complete control.

Malleable. A person who is easily influenced or controlled by other people.

Inadequacies. The quality or state of being a failure to meet expectations.

Validation. To prove or confirm that they are valuable or worthwhile.

Adjudge. To make a decision about somebody/something based on the facts that are available.

Gate-keeping. The activity of trying to control who gets particular resources, power, or

opportunities, and who does not.

Revelation. A surprising and previously unknown fact, especially one that is made known in a

dramatic way.

Abide. Accept or act in accordance with (a rule, decision, or recommendation).

14
Deviant. Someone whose behavior falls far outside of society's norms

Stigma. A set of negative and often unfair beliefs that a society or group of people have about

something.

Stigmatization. The act of describing or considering somebody/something in a way that unfairly

suggests that they do not deserve respect.

Social Circle. Two or more people who interact with one another, share similar characteristics,

and collectively have a sense of unity.

Perception. The process or result of becoming aware of objects, relationships, and events by

means of the senses.

Theoretical. Concerned with or involving the theory of a subject or area of study rather than its

practical application.

Psychological Distress. A state of emotional suffering characterized by symptoms of depression

and anxiety.

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 CHAPTER 2

REVIEW OF RELATED LITERATURES

In this chapter, the literature and studies that are directly relevant to the current research

are presented. These sources were gathered from research journals, books, and electronic sites.

The examination of the literature and studies helped the researchers to identify the variables of

the study and establish the framework for the research.

2.1 Related Literature

There is a significant amount of literature on the effect and influence of personal

information invasion among young people, particularly high schoolers. Here are some relevant

studies and articles that are related to the research study:

Deviance and Social Stigma

According to the article owned by LibreTexts (2019), social stigma is the extreme

disapproval of an individual based on social characteristics that are perceived to distinguish them

from other members of a society. Social stigma is so profound that it overpowers positive social

feedback regarding the way in which the same individual adheres to other social norms. For

example, Terry might be stigmatized because she has a limp. Stigma attaches to Terry because of

her limp, overpowering the ways in which Terry might be social normative–perhaps she is a

white, Protestant, or a heterosexual female with a limp. The limp marks Terry, despite her other

traits.

Stigma plays a primary role in sociological theory. Émile Durkheim, one of the founders

of the social sciences, began to address the social marking of deviance in the late nineteenth

century. Erving Goffman, an American sociologist, is responsible for bringing the term and

theory of stigma into the main social theoretical fold. In his work, Goffman presented the

fundamentals of stigma as a social theory, including his interpretation of “stigma” as a means of

spoiling identity. By this, he referred to the stigmatized trait’s ability to “spoil” recognition of the

16
individual’s adherence to social norms in other facets of self. Goffman identified three main

types of stigmata:

(1) stigma associated with mental illness; (2) stigma associated with physical

deformation; and stigma attached to identification with a particular race, ethnicity, religion,

ideology, etc. Ultimately, stigma is about social control. A corollary to this is that stigma is

necessarily a social phenomenon. Without a society, one cannot have stigma. To have stigma,

one must have a stigmatize and someone who is stigmatized. As such, this is a dynamic and

social relationship. Given that stigmas arise from social relationships, the theory places

emphasis, not on the existence of deviant traits, but on the perception and marking of certain

traits as deviant by a second party. Stigma depends on another individual perceiving and

knowing about the stigmatized trait. As stigma is necessarily a social relation, it is necessarily

imbued with relations of power. Stigma works to control deviant members of the population and

encourage conformity.

The Educator’s Role: Privacy, Confidentiality, and Security in the Classroom

When considering privacy, teachers should remember that all student personal information

belongs to the student and therefore should be kept private. This information includes things like

assessment results, grades, and demographic information. Teachers can ensure students’ privacy

by empowering them to share only the information they want and helping them understand how

sharing their personal information can impact them. Confidentiality comes into play when

private data is shared. Students trust their teachers to keep their data confidential and share it

carefully. Teachers are responsible for holding every student’s data in confidence and sharing it

only with necessary parties such as parents, other teachers, and administrators. Finally, teachers

can keep student data both private and confidential by establishing clear security practices in

their classrooms.

Teachers need to understand how privacy, security, and confidentiality apply to their work

in the classroom, specifically the data they gather. Teachers gather and analyze data about
17
students all year and in many ways, including anecdotal notes, test results, grades, and

observations. Consider, for these different types of data, all of the moments in which educators

need to prioritize student privacy.

It may be a matter of keeping a student’s name, password, or parent information private,

or maybe assessment results and grades need to be kept confidential. Once teachers understand

privacy, security, and confidentiality in their classrooms, they should also consider how their

roles fit into the overall picture of student data privacy in education. Safeguarding privacy must

be a shared goal and responsibility among all education stakeholders, starting at the federal level,

with laws and guidelines, and culminating in the classroom, with data privacy decisions and

security practices.

18
2.2 Related Studies
The effect and influence of the weak privacy and security of the student’s demographic

records have been the subject of numerous studies in recent years. While there is no specific

study on the research of Grade 10 students at Saint Vincent's College Incorporated, there are

several relevant studies that can provide insight into the general topic:

One study published by Libretext (2019), an online educational resource project examined

the correlation between deviance and social stigmatization. The study found that three main

types of stigmas: (1) stigma associated with mental illness; (2) stigma associated with physical

deformation; and stigma attached to identification with a particular race, ethnicity, religion,

ideology, etc. Stigma depends on another individual perceiving and knowing about the

stigmatized trait. As stigma is necessarily a social relation, it is necessarily imbued with relations

of power.

Another study published in the Kalpa Publications in Computing (2019), has revealed and

exposed the failure of institutions to comply with privacy policies as well as regulatory

requirements. A major concern with universities collecting students’ personal information is that

they often use it for purposes for which it was not originally intended and which result in privacy

breaches Personal information requires better safeguarding in order to prevent breaches and there

is a need to develop incident response plans to improve the protection of privacy (OECD, 2013).

Student’s Personal Information Privacy Culture at Universities

According to K. Njenga (2019), since an information security culture can be extended to

encompass the concept of privacy by virtue of privacy being a subset of security (Da Veiga &

Martins, 2015), it follows that awareness and training are critical to the success of any

information security initiative. This implies that in order to instill a privacy culture, awareness of

19
personal information privacy is critical. It also follows that if an organization (university) is to

comply with regulatory requirements and protect their customers’ (students’) personal

information, trust has to be accumulated (Da Veiga, 2017).

Currently, in the Zimbabwean context, it is a difficult task to analyze and comprehend

students’ expectations of information privacy, their awareness levels of information privacy as

well as their privacy confidence levels in universities’ ability to indeed, meet privacy

expectations and legal obligations. This is because there is no reference point to measure these

concepts from an industry or academic literature perspective. Privacy as a research area requires

attention given the increase in data privacy breaches such as on Facebook where personal data

were harvested to influence the 2016 US elections without users’ knowledge (Santanen, 2018).

An information privacy culture is defined by Da Veiga (2018) as “the perceptions and

beliefs a nation has about the processing of citizens’ personal information, what expectations

they have and how they believe organizations are meeting those expectations given certain

information privacy principles (or requirements). This privacy culture must be cultivated within

an organization so that individuals preserve information privacy, thereby upholding the

confidentiality, integrity and availability aspects, which is evident when people comply with

regulatory requirements (Da Veiga & Martins, 2015). Within the context of this research, an

information privacy culture is proposed to be embedded in three basic concepts: students’

privacy expectations, privacy awareness and confidence that universities uphold information

privacy. Universities need to understand the privacy expectations of students so that they can

better protect students’ personal information that they collect. This will increase students’

confidence in the processing of their personal information by the university and help them to

have less privacy concerns (Iachello & Hong, 2007), and is a new dimension of information

technology research (Mamonov & Benbunan-Fich, 2018).

A third study published in the Journal of Experimental Psychology: General examined the

factors that influence the spread of false information on social media. The study found that false

20
information was more likely to be shared when it was emotional, surprising, or aligned with pre-

existing beliefs.

In conclusion, while there is no specific study on the privacy and confidentiality of the

students impact in their social status, and academic aspect among the junior high school students

of Saint Vincent's College Incorporated, there are several relevant studies that suggest to

strengthen the schools, academy and universities to enhance their protection on the students

private demographic information and to provide good connections to numerous law departments,

in aid for the students who have been victimized by invasion of personal information. These

studies highlight the need for interventions and education to prevent invasion of students

personal and private information as well as the spread of false information through social media

and their social status.

21
 CHAPTER 3
RESEARCH METHODOLOGY

This chapter presents the discussion of method to be used: research design, research

environment, research instrument, ethical consideration, research respondents, data gathering

procedure and statistical treatment of the data.

3.1 Research Design

The purpose of this study is to ensure the safety and the security management of the

private and confidential information among the junior high school students of Saint Vincent’s

College Incorporated, Dipolog City. To determine how much of an impact does leak and publicly

showed information affect the social status of a student in both their private and social life. As

basis for intervention and further analysis, using the correlational descriptive quantitative

research method that includes a survey design. The use of a correlational study allows for the

quantification and assessment of the statistical relationship between two variables, with no

influence from extraneous variables given on the study (Rice, 2017).

According to Johnson and Christensen (2017), survey research is a popular method used to

investigate the attitudes, opinions, behaviors, or characteristics of a population. The Correlational

research designs measure two or more relevant variables and assess a relationship between or

among them. Descriptive correlational studies describe the variables and the relationships that

occur naturally between and among them and it is a fact-finding study with accurate

interpretation based on the findings of the research.

22
 The goal of this design is to identify how much variation signifies the correlation of the

publicly spread private information of a student towards the effects to their social status as a

person, their private or public life. By utilizing this method of research, all of the already existing

conditions can and will be emphasized.

To collect further information, a questionnaire will be implemented and is to be done as

the research instrument in our study that consist of a set of questions or situational questions

from our selected respondents (10th Grade students of Saint Vincent’s College Incorporated). The

questionnaire consists of a mixture of personal experiences, open ended questions, and

situational questions.

23
Privacy and Confidentiality: Its Effect on the Social Status of Junior High
School Students in Saint Vincent's College Incorporated

Have you experienced an invasion of your personal information or a false rumor  Yes
that had been spread about you, on being a student in terms of your social status?  No

a. If so, in what way does invasion of social status affect you in an

academic, physical, emotional, and social aspect?

b. How did you manage to cope up with the effects of invasion of social
status and personal information, that occurred to you?

c. During the incident, when did you report your concerns to the school
office, and if not, why did you choose not to report your concerns to the
school office?

d. Do you question the school’s privacy and confidentiality management

regarding the educator’s role to keep the student’s demographic and
personal information only to themselves?

Have you experienced invading a student’s personal information or spreading  Yes

false rumor on the student in terms of their social status?  No

a. If so, in what way does it trigger you to invade their social status in an
academic, physical, emotional, and social aspect?

b. How did you manage to cope up with the impact of invading social status
and personal information of the student?

c. During the incident, when were you reported regarding your actions to the
school office, and if not, why weren’t your actions reported to the school
office?

d. Do you question the school’s privacy and confidentiality management

regarding the educator’s role to keep the student’s demographic and
personal information only to themselves?

24
3.2 Research Environment

Saint Vincent's College Incorporated was built on June 17, 1917, and incorporated on June

20, 1917, and ultimately constituted on July 20, 1917, with its address at Padre Jose Ramon

Street, Estaka, Dipolog, Zamboanga del Norte, Philippines. It was originally known as the

Dipolog’s Parochial School. Saint Vincent’s College Inc. is the oldest and most prestigious

higher learning institution in Zamboanga del Norte, Philippines, and is located in the center of

Dipolog City. SVCI is a private, nonsectarian, non-stock, and non-profit school that has been

licensed and allowed by the Department of Education and the Commission on Higher Education

to offer kindergarten through postgraduate level educational programs.

This research project will focus on the Annex Campus of Saint Vincent’s College

Incorporated located at Padre Ramon St., Dipolog City, Zamboanga Del Norte, and specifically

on the JHS department. The sample will consist of 98 students from the junior high school

students at SVCI Annex Campus. This study attempts to increase the student's safety with

regards to their private information, personal items, and held secrets that can have a significant

impact if they fall into the wrong hands.

25
3.3 Research Respondents and Sampling Procedures

The study will utilize Grouping of Data. In this method; the data is formed by aggregating

individual observations of a variable into groups, so that a frequency distribution of these groups

serves as a convenient means of summarizing or analyzing the data. The study used the quartiles

grouped data calculation to ensure representation from all the subgroups that were equally

divided among the 3 sections: St. Lorenzo Ruiz, St. Cecilia and St, John Paul, of Grade 10

students in Saint Vincent’s College Incorporated, Dipolog Campus. In order to validate the

study's findings, a convenient purposive sample will be used to choose the respondents. No

consideration was given to the respondents' junior high school class grade.

Purposive sampling describes the deliberate selection of individuals based on their traits,

expertise, past experiences, or other factors. Recruitment for convenience sampling is done

mostly based on a person's practical accessibility, willingness, or ease of contact. This is a

sample technique where the researcher uses their discretion while selecting participants for the

study. The respondents of this study are 98 or the whole 100% grade 10 students of SVCI. The

table represents the respondents as follows:

26
 Grade 10 Students of SVCI
Students
Class Sections No. of Students %
Saint John Paul II 33 33.17%
San Lorenzo Ruiz 33 33.78%
Saint Cecilia 32 32.35%
98 100%
Overall Total:

For instance, as researchers, we employed purposive sampling to choose students who had

experienced privacy and confidentiality invasion and how this would affect their social standing

as Junior High School students in Saint Vincent's College Incorporated.

3.4 Research Instrument

The survey questionnaire design will be employed by the researcher. The survey

questionnaire will assist the researchers in collecting information from the respondents to

determine whether secrecy and privacy will have an impact on a student's social standing. The

questionnaire will be used in this study by the researcher to collect the necessary data. We used

an online survey that was carefully created for specific objectives to complete in order to gather

data and information. The respondent's demographic information: age, sex, and grade section

profile were covered in the first section of the questionnaire. The second section of the

questionnaire asks if they have ever experienced an invasion of personal information, and if they

have experienced false information that had been spread about them.

27
Name: (Optional)____________________________________

Age: ____

Sex: Male Female

Grade: ____

Section: _____________

San Lorenzo Ruiz St. John Paul II St. Cecilia

Do you wish to be anonymous? Yes No

*We consider each of the respondent’s personal answers for research purposes, including their

given name if they wish not to be anonymous*

28
29
Privacy and Confidentiality: Its Effect on the Social Status of Junior High
School Students in Saint Vincent's College Incorporated

Have you experienced an invasion of your personal information or a false rumor  Yes
that had been spread about you, on being a student in terms of your social status?  No

e. If so, in what way does invasion of social status affect you in an

academic, physical, emotional, and social aspect?

f. How did you manage to cope up with the effects of invasion of social
status and personal information, that occurred to you?

g. During the incident, when did you report your concerns to the school
office, and if not, why did you choose not to report your concerns to the
school office?

h. Do you question the school’s privacy and confidentiality management

regarding the educator’s role to keep the student’s demographic and
personal information only to themselves?

Have you experienced invading a student’s personal information or spreading  Yes

false rumor on the student in terms of their social status?  No

e. If so, in what way does it trigger you to invade their social status in an
academic, physical, emotional, and social aspect?

f. How did you manage to cope up with the impact of invading social status
and personal information of the student?

g. During the incident, when were you reported regarding your actions to the
school office, and if not, why weren’t your actions reported to the school
office?

h. Do you question the school’s privacy and confidentiality management

regarding the educator’s role to keep the student’s demographic and
personal information only to themselves?

3.5 Validation
30
Reliability and Validity of instruments:
The questionnaire will be submitted to the research adviser, panel members and some

experts for validation of its contents. Pilot testing will be implemented and commenced once the

questionnaire is validated. Thus, permission for questionnaire administration will be granted and

will be distributed to the selected group respondents.

31
 Disagreed Mildly Mildly Agreed Agreed
To what degree do you agree or disagree
with the following statements: (1) Disagreed (3) (4)

(2)

You freely tell your personal life

experience and problem with your close
ones (except family)

You tend to seek help when facing

personal problems from your friends

You prefer to face your own problems

by yourself

You secretly want help but still choose

not to because of the possibility of them
declining in helping you.

You trust your close friends

You trust your school teachers and

guidance counselor

You commit to things easily

You check the contents of a certain thing

before signing things

You hate posting stuff on social media

due to what others may say about you

You hate posting stuff on social media

due to what others may say about you

You hate it when someone posts your

stolen pictures on social media.

Scoring Procedure:

32
 To determine the level of trust, experience, and what the junior high school Students in

SVCI Annex campus feel. The researchers used the 5-point Likert-type scale questionnaire for

trust level management and 4-point Likert scale for the level of self-efficacy. The respondents

answered using this following format:

Table 2. Trust on the security of confidential information in school level scoring procedure

Scale Range Description Interpretation

5 4.21 – 5.00 Very trusted Very High

4 3.41 – 4.20 Averagely trusted High

3 2.61 – 3.40 Moderately trusted Moderate

2 1.81 – 2.60 Not quite trusted Low

1 1.00 – 1.80 Not trusted at all Very Low

Table 2. Academic stigmatization scoring procedure

Scale Range Description Interpretation

4 3.26 – 4.00 Exactly Agreed Highly Utilized

3 2.6 – 3.25 Moderately Agreed Moderately Utilized

2 1.75 – 2.5 Hardly Agreed Slightly Utilized

1 1.0 – 1.74 Not agreed at all Not Utilized

3.6 Data Gathering Procedure

In this study, the researchers conducted a survey as shown from the previous pages

including the whole batch of Grade 10 students on SVCI from sections: St. John Paul II, San

Lorenzo Ruiz, and St. Cecilia.

33
 The researchers will ask the permission of the subject teachers who are assigned in their

respective sections to allow the researchers use the half of the 1-hour class session in which it

takes 30 minutes to conduct the survey on the 10th Grade students. Every student from the three

sections will be asked to answer two separate questions.

The data will then be collected and through a table, the percentage of the Grade 10

students of the SVCI that had their personal private information exposed and the other

percentage of the Grade 10 students that had been leaking other student’s personal private

information will be measured and studied. The study will undergo several calculations and

solutions to add the total number of the selected respondents.

Grade 10 Sections No. of Students No. of selected Students No. of Students who
whose personal private exposed other students’
information got exposed personal private
information

St. John Paul II 31 1 5

San Lorenzo Ruiz 33 6 10

St. Cecilia 34 11 15

The data that has been collected can help the Grade 10 students to become more aware

about their social safety and security to keep their personal information away from being

exposed or to be used for malicious intent.

Statistical Treatment

The data that has been gathered will be used to measure the respondent’s answerers during

the interview. In this research, grouping data is used to determine the number of students that

have answered both questions on the interview.

34
  The formula that will be used:

Qk = L+ kn i

4/10/100

 Q2 = ?

In order to get the quartile, first need to complete the solution:

kn 2(98) 196
Q2 = = = = 49 = 11.5 + (- 0.441) 4
4 4 4
49− 34
Q2 = L + [ ¿] 4 = 11.5 – 1.764
4
15
Q2 = 11.5 + [ ¿] 4 = 9.736
34

Therefore, the quartile two is 9.736.

Respondents Class interval f F

1–5 0.5 – 5.5 31 98 Q2 = 9.736
6 – 10 5.5 – 11.5 33 67
11 – 15 11.5 – 15.5 34 34
F = 98 I=4
W

 D7 = ?

In order to get the Decile first we need to complete the solution.

kn 7(98) 686
D7 = = = = 68.6 = 5.5 + [3.56] 4
10 10 10

68.6 − 33
D7 = L + [ ¿] 4 = 5.5 + [-14.24]
10

35.6
D7 = 5.5 + [ ¿] 4 = 5.5 – 14.24
10

Therefore, the Decile is -8.74. =-8.74

35
 Respondents Class interval f F
1–5 0.5 – 5.5 31 98
6 – 10 5.5 – 10.5 33 67 D7 = -8.74
11 - 15 10.5 – 15.5 34 34
i=4 F = 98

W
 P96 = ?

To get the percentile we need to complete the solution below.

kn 96(98) 9,408
P96 = = = = 94.08 = 0.5 +(- 0.6308) 4
100 100 100

94.08 −31
P96 = L + [ ]4 = 0.5 +(-2.5232)
100

−63.08
P96 = 0.5 +[ ]4 Therefore the percentile is – 2.0232
100

Respondents Class interval f F

1–5 0.5 – 5.5 31 98
P96 = 2.0232
6 – 10 5.5 – 10.5 33 67
D7 = -8.74
11 - 15 10.5 – 15.5 34 34
Q2 = 9.736

98
i=4
W

36
 3.8 References

https://myperfectwords.com/blog/research-paper-examples/theoretical-framework-examples-

research-paper.pdf

file:///C:/Users/AUS%20ROG/Downloads/

A_conceptual_framework_for_a_student_personal_information_privacy_culture_at_universities

_in_Zimbabwe.pdf

https://studentprivacycompass.org/scheid1/

http://eprints.radenfatah.ac.id/527/2/THESIS%20CHAPTER%201-5.pdf

https://files.eric.ed.gov/fulltext/EJ1018188.pdf

https://files.eric.ed.gov/fulltext/EJ1246231.pdf

https://nces.ed.gov/pubs97/p97527/Sec1_txt.asp

https://www.teacherph.com/importance-student-privacy-education-process/

37
 Appendix A
Letter of Consent

Dear Respondents:

Greetings!

We would like to request your consent to allow us to administer the research instrument
of our study entitled "PRIVACY AND CONFIDENTIALITY: ITS EFFECT ON THE
SOCIAL STATUS OF JUNIOR HIGH SCHOOL STUDENTS IN SAINT VINCENT’S
COLLEGE INC.” to the Grade 10 students of sections: St. John Paul II, St. Cecilia and San
Lorenzo Ruiz.

Attached herewith is our explanation for your perusal.

Safety Procedures
The researcher will use survey questionnaire in gathering the data. The researcher will ask a

consent form to the respondents beforehand that will administer and promise to secure

confidentiality of responses. The researchers will distribute the survey questionnaire to the

respondents through face to face. The answers given by the respondents will be given importance

and will be kept safe for a period of 2 years.

Risk
You may refuse to answer any of the questions or to withdraw your participation to this study. If

the participant is not comfortable on the tools used in gathering data, he/she may wish/ request

non participation.

38
Benefits
The findings of the study will provide information for the students to make adjustments in the

conduct of the clinical practice. Moreover, results may guide them to improve their mental health

which will develop them holistically.

Confidentiality
Upon conducting the study, the researchers reassure that no action is done beyond the boundary

of the research ethics. No participants of the study will be violated or taken out their rights and is

not forced to undergo the survey.

Contact Information
You can contact the research team via their contact number: 09291224976 You can also message

them through email (Refugio.Algene@gmail.com), (Lopido.Ellaijah@gmail.com),

(Bagatua.Reynard@gmail.com), (Libago.Haylieeos@gmail.com), (Dael.Twayne@gmail.com).

Respectfully yours,

ALGENE D. REFUGIO,

ELLAIJAH KING S. LOPIDO,

REYNARD K BAGATUA,

HAYLIE EOS P. LIBAGO,

TWAYNE SHANELLE P. DAEL

The Researchers Noted by:

CORLIS ANGELICA C. GAINSAN

39
 Research Adviser

Appendix B
Questionnaires’

Questionnaire (1)

Name: (Optional)____________________________________

Age: ____

Sex: Male Female

Grade: ____

Section: _____________

San Lorenzo Ruiz St. John Paul II St. Cecilia

Do you wish to be anonymous? Yes No

*We consider each of the respondent’s personal answers for research purposes, including their

given name if they wish not to be anonymous*

40
 Questionnaire (2)

Privacy and Confidentiality: Its Effect on the Social Status of Junior High
School Students in Saint Vincent's College Incorporated

Have you experienced an invasion of your personal information or a false rumor  Yes
that had been spread about you, on being a student in terms of your social status?  No

i. If so, in what way does invasion of social status affect you in an

academic, physical, emotional, and social aspect?

j. How did you manage to cope up with the effects of invasion of social
status and personal information, that occurred to you?

k. During the incident, when did you report your concerns to the school
office, and if not, why did you choose not to report your concerns to the
school office?

l. Do you question the school’s privacy and confidentiality management

regarding the educator’s role to keep the student’s demographic and
personal information only to themselves?

Have you experienced invading a student’s personal information or spreading  Yes

false rumor on the student in terms of their social status?  No

i. If so, in what way does it trigger you to invade their social status in an
academic, physical, emotional, and social aspect?

j. How did you manage to cope up with the impact of invading social status
and personal information of the student?

k. During the incident, when were you reported regarding your actions to the
school office, and if not, why weren’t your actions reported to the school
office?

l. Do you question the school’s privacy and confidentiality management

regarding the educator’s role to keep the student’s demographic and
personal information only to themselves?

41
 Questionnaire (3)

To what degree do you agree or disagree Disagreed Mildly Mildly Agreed Agreed
with the following statements:
(1) Disagreed (3) (4)

(2)

You freely tell your personal life

experience and problem with your close
ones (except family)

You tend to seek help when facing

personal problems from your friends

You prefer to face your own problems

by yourself

You secretly want help but still choose

not to because of the possibility of them
declining in helping you.

You trust your close friends

You trust your school teachers and

guidance counselor

You commit to things easily

You check the contents of a certain thing

before signing things

You hate posting stuff on social media

due to what others may say about you

You hate posting stuff on social media

due to what others may say about you

42
You hate it when someone posts your
stolen pictures on social media.

Appendix C
Charts and Figures

CONFIDENTIALITY

Who has access when

information is shared; What a
teacher shares with others such
as the parents, principal & the
school staffs

PRIVACY
SCHOOL SECURITY
What personal information is
shared: name, assessment The system that ensures
results, grades, demographics & confidentiality: procedures,
counseling interviews trainings & access processes

Figure 1. Schematic diagram of the study

43
 Privacy and Confidentiality

Academic Social
Stigmatization

 Academic Aspect Social Safety and Security

 Physical Aspect Management
 Emotional Aspect
 Social Aspect

Demographic Profile

 Age
 Sex
 Section
 Medical Record
 Social status activeness
 Social media usage
 Social privacy status

Figure 2. Schematic diagram of the study

44
BIBLIOGRAPHY/CURRICULUM VITAE

PERSONAL INFORMATION

Name: Algene D. Refugio

Age: 17
Date of Birth: March 5, 2006
Place of Birth: Dipolog City
Address: Sta. Filomena, Dipolog City
Civil Status: Single
Sex: Male
Gmail: Refugio.Algene@gmail.com
Citizenship: Filipino

Name: Ellaijah King S. Lopido

Age: 16
Date of Birth:
Place of Birth:
Address: Padre Ramon St., Estaka, Dipolog City
Civil Status: Single
Sex: Male
Gmail: Lopido.Ellaijah@gmail.com
Citizenship: Filipino

Name: Reynard K. Bagatua

Age: 16
Date of Birth: Nov. 1 2006
Place of Birth: Dipolog City
Address: Gulayon, Dipolog City

45
Civil Status: Single
Sex: Male
Gmail: reynardkbagatua123@gmail.com
Citizenship: Filipino

Name: Haylie Eos p. Libago

Age: 15

Date of Birth: Oct. 30 20067

Place of Birth: Siocon Municipality

Address: Miputak, Velasco St., Diplog City

Civil Status: Single

Sex: Female

Gmail: haylieeos03@gmail.com

Citizenship: Filipino

Name: Twayne Shanelle P. dael

Age: 16

Date of Birth: Feb. 2, 2007

Place of Birth: Dipolog City

Address: Minaog, Dipolog City

Civil Status: Single

Sex: Female

Gmail: twaynie16@gmail.com

Citizenship: Filipino

46
47